University of Texas Bulletin 



No. 1769: December 10, 1917 



Ho\v to Organize and Conduct a School 
and Community Fair 

By 

AMANDA STOLTZFXS 

Lecturer on Rural Education 

in the 

Division of School Interests, Department of Extension 




Published by the University six times a month and entered 
second-class matter at the postoffice at 
AUSTIN. TEXAS 



Publications of the University of Texas 

Publications Committee : 

F. W. Gratp R, H. Griffedh 

J. M. Bryant J. L. Henderson 

D. B. CASTEEL I. P. HiLDEBBAND 

Frederic Duncalp E. J. Mathews 

The University publishes bulletins six times a month, so num- 
bered that the first two digits of the number show the year of 
issue, the last two the position in the yearly series. (For example, 
No. 1701 is the first bulletin of the year 1917.) These comprise 
the official publications of the University, publications on hu- 
manistic and scientific subjects, bulletins prepared by the Depart- 
ment of Extension and by the Bureau of Municipal Research 
and Reference, and other bulletins of general educational interest. 
With the exception of special numbers, any bulletin will be sent 
to a citizen of Texas free on request. All communications about 
University publications should be addressed to the Chairman of 
the Publications Committee, University of Texas, Austin. 



ij 






B269-718-4m-7844 

University of Texas Bulletin 

No. 1769: December 10, 1917 



How to Organize and Conduct a School 
and Community Fair 



By 

AMANDA STOLTZFUS 

Lecturer on Rural Education 

in the 

Division of School Interests, Department of Extension 




Published by the University six times a month and entered as 

second-class matter at the postoffice at 

AUSTIN, TEXAS 



The benefits of education and of 
useful knowledge, generally diffused 
through' a community, are essential 
to the preservation of a free govern- 
ment. 

Sam Houston 



Cultivated mind is the guardian 
genius of democi-acy. ... It is the 
only dictator that freemen acknowl- 
edge and the only security that free- 
men desire. 

Mirabeau B. Lamar 



9J8 




"I pledge allegiance to my flag and to 
tJie republic for w%ich it stands; one nation 
indivisible, with liberty and justice for all.*' 



HOW TO ORGANIZE AND CONDUCT A SCHOOL AND 
COMMUNITY FAIE 

CONTENTS 

Introduction '7 

I. What is a School and Community Fair?. 7 

II. Value of the Fair 7 

III. Participants in the Fair 12 

IV. Time to Hold the Fair 12 

V. Organization of the Fair 9 

VI. Exhibits 10 

VII. Program 1- 

VIII. Financing the Fair ,. - 20 

IX. Helpful Suggestions 20 

X. Classification of Exhibits 24 

XL Collection of Score Cards 31 

XII. Bibliography 4 



HOW TO ORGANIZE AND CONDUCT A SCHOOL AND 
COMMUNITY FAIR 

Introduction 

The buildinsf of eoramunity spirit has ahvays been one of the 
chief aims of the work of the American pnblic school, but today 
when the cooperation of all the social and economic forces of 
community, state, and nation is necessary to save our free in- 
stitutions — when democracy is fighting for its life, the respon- 
sibility to the public school has been multiplied a hundred-fold. 
How, then, to arouse and foster the spirit of cooperation and to 
organize the school and community for better service, local and 
national, is an, all important problem for the teacher and other 
community leaders. To lielp solve this problem is the purpose 
of .this bulletin. 



WHAT IS A SCHOOL AND COMMUNITY FAIR? 

A school and community fair may be defined as a diminu- 
tive county fair with the questionable amusements and other 
commercial features omitted. Its competitive activities and ex- 
hibits, moreover, are limited to a community consisting of one 
or more school dstricts, where people usually live and work 
under very similar conditions. For these reasons cooperation 
is facilitated. 

TI 
VALUE OF SCHOOL AND COMMUNITY FAIRS 

People of a community must first get awake before they can get 
together and get to work. 

School and community fairs* have for a number of years, been 
held in progressive communities throughout the country, 

* Successful school and community fairs in Texas have been held 
at Claude, Whitt, Pleasant Grove, Hempstead, Cline's Prairie, Liv- 
ingston, Harmony, Blue School, Tuleta, and Gainesville. 



8 University of Texas Bulletin 

Avhere they have been much appreciated for their educational 
value. They have proven ready and effectual means of avt^ak- 
ening communities to life. Some general ways in which they 
help to do this are: (1) They arouse the interest of the 
teacher, pupil, and patron in problems that vitalize school 
Avork, and give concrete evidence that Ae work of the efficient 
school is not limited by the four walls of the school room ])ut 
that it reaches out to the life and activities of the whole com- 
munity; (2) they evoke cooperative effort and the spirit of 
tolerance necessary to eliminate petty jealousies and suspicions 
so detrimental to growth and prosperity; (3) their exhi])its 
call forth .that friendly livalry which is productive of higher 
ideals and the constructive thought necessary to attain them- 
(4) they provide opportunity for engaging in valuable social 
and recreational activities, and patriotic demonstrations; (5) 
ther offer a common working basis for closer and more ef- 
fectual cooperation of county, state and national agencies or- 
ganized for the promotion of rural welfare at a time when such 
unity of effort is of supreme importance in winning the war, 
and for making the best use of the victory to come. 

Among the possible specific benefits to be derived from 
school and community fairs are the following: 

1. Better crops and live stock. 

2. Better methods of farming and housekeeping. 

3. Improved homes and farms. 

4. Teaching of vocational agriculture and home economics 

in the public schools. 

5. Consolidated schools. 

6. Good roads. 

7. A more satisfying social life. 

8. Community and county libraries. 

9. Closer touch with State, and Federal Extension Service. 

10. An active business organization of farmers ready and 

willing to cooperate for common good. 

11. Organization of constructive county, state, and national 

activities. 

12. Building of good citizenship— TRUE PATRIOTISM. 



Organizing and CcndActing a S'.l'ool and Community Fair 9 

III 

ORGANIZATION OF THE FAIR 

"The thing to be done is more important than the method of 
doing it." 

Fundamental work in organizing the school and community 
fair begins, logicall}^ in the schoolroom, Avhere the teacher in- 
terests her pupils in the proposition. The children in turn will 
discuss the proposed plans in their homes. Patrons and 
friends of the school then take up the subject, and the whole 




Assembling for the parade at the scliool and community fair 



community will in due time be ready for a mass meeting at the 
schoolhouse where accurate details, values, and possibilities 
can be presented and discussed. This meeting will possibly be 
the best time to effect a simple, permanent organization whose 
officers should consist of president and secretary. There 
should also be appointed a number of committees consisting 
of individuals who are vitally interested in this matter. 

The teacher or some other wide-awake citizen should be 
elected secretary. The success of the fair Avill largely depend 



rO TJniveriiliii of Texas BnUeiin 

on the efforts of this officer. Each committee should consist of 
three or five members, one of which should be a pupil in the 
school directly interested. 

By appointing the following committees, the responsibility of 
the work will lie rightly placed upon the entire community: 

1. General arrangements — grounds and exhibition space, 

decorations, tags, entries, publicity, and securing of 
judges. 

2. Farm and garden crops. 

3. Live stock and poultry. 

4. Dairy products. 

5. Home economics. 

6. Sanitation. 

7. Premiums and prizes. 

8. Parade and floats. 

9. Programs, entertainments, and refreshments. 

These officers and committees should meet several times be- 
fore the opening of the fair for the purpose of effecting a better 
organization. 

IV 
EXHIBITS 

"To get anywhere it is necessary to start from where yoii are." 

Since one of -the chief aims of the school and community fair 
is to build up community spirit, the exhibits must primarily 
express the willingness to help rather than the spirit to excel; 
and, although friendly rivalry is an incentive in getting up the 
fair, the mere idea of excelling should be subordinated to the 
general aim of "helping things along." The right spirit was 
shown by a mother who came with her children to enter their 
home and farm products, saying to the committee : ' * Yow 
may not "need all these things; there will be many better arti- 
cles of the same class lijere, but we thought they might help." 
With this thought uppermost in mind, the exhibitor will con- 
tribute wJiat he has, and the completed exhibition will repre- 
sent the normal production of the community. Here, as in all 
successful projects, it is not the efforts of the individual, 



Organizing and Conducting a School and Community Fair 11 

nor the individual efforts of the community group that bring 
success, but it is the ' ' everlasting TEAM PLAY of every bloom- 
ing soul." 




The sewing class exhibit 




A corner in the school wood shop, showing articles ready 
for exhibit. 



12 University of Texas Bullet in 

V 

PARTICIPANTS IN THE FAIR 

A most important feature of the school and community fair 
is the fact that it offers opportunity to everj'body in the com- 
munity to take part. Not only are pupils, teachers, farmers and 
housewives vitally concerned in this event, but the local physician, 
the minister, the carpenter, the ranchman, the garage man, the 
merchant, the blacksmith, the postmaster, the dairyman, the 
Red Cross society, the Council of Defense, the church, the 
Sunday school and other local organizations- — in short, every 
individual and every group of people in the neighborhood may 
participate. It is their fair, to be held in their community, at 
their school plant. 

VI 
THE TIME TO HOLD THE FAIR 

The best time to hold a school and connnunity fair is obviously 
during the spring or autumn months — May or June, if the school 
work is to receive the main consideration ; October or November, 
if the farm crops are to be emphasized. The most suitable date 
Avill varj^ in different sections of the State according to climatic 
conditions. 

To insure adequate school exhibits it is wise to begin work 
for the next fair as early in the school session as possible. 

VII 

THE PROGRAM FOR FAIR DAY 

A well organized program, well carried out, insures success 
on fair day. and l)efore the day is over, folks will begin to plan 
what to do on the next fair day. 

A MODEL PROGRAM 

9:30 A. M. 10:00 A. M.— Assembling for parade. 
10:00 A. M.-10:30 A. M.— Procession. 
10 :30 A. M.-12 :00 M. — Viewing and judging exhibits. 



Organizing and Conducting a ScJwol and Community Fair 13 

12 :00 M. - 1 :00 P. M.— Picnic dinner. 
1:00 P. M.- 3:00 P. M.— Pupils 'program. 
3:00 P. !\r.- 3:30 P. M.— Addresses. 
3 :30 P. M.- 3 :50 P. M.— Auction. 
' 3 :50 P. M- 4 :00 P. .AI.— Awarding prizes. 

8:00 p. iM. — An illustrated lecture: or an entertainment 

a drama by local talent, a moving picture, or a concert by the 
music club. 

For further suggestions on programs see Tlianksgiving Ex- 
ercises, Ai Community Get-Together Day, and Rural Life Day, 
in "Programs for Schoolhouse Meetings," Bulletin No. 56, 1917 
Department of Extension, University of Texas; "School Clos- 
ing Exercises," Bulletin No. 16, 1916, Department of Exten- 
sion, University of Texas. 




A group of j'oung exhibitors ready to enter the parade. 



14 



University of Texas Bulletin 



1. The Parade. — Perhaps the best idea of the parade can be 
obtained by describing one that opened a school and com- 
munity fair in Southwest Texas last May. Promptly at half 
past nine o'clock in the morning, the people of a small rur^l 
school district began to assemble for the purpose of forming 
the parade of their school and community fair. There seemed 
to be a spontaneous outburst of the life of the entire com- 
munity as the number of farm teams, floats, and farm animals 
grew beyond all expectation. Soon the marshal and his as- 
sistants arranged the order of march according to a previously 
arranged plan, after which the procession proceeded to the 
schoolhouse a half mile away. 

In the van were seen the. little children led by a girl carrying 
the placard, "Texas' Greatest Asset Is Her Texas Babies." 
There were babies in perambulators, some in their mother's 
arms, others toddling beside their mothers. A wheelbarrow 




"An Ammunition Plant." The blue ribbon float at Tuleta 
school and community fair. 



labeled "Baby Health is Texas Wealth" displayed these pla- 
cards, "Patent Medicine Kills," "Pure Milk Saves Babies." 
Behind these placards there stood a healthy specimen of man- 
hood about three years old. This vehicle was pushed by a 
young woman who also led a long line of school girls who were 
holding a rope of red, white, and 1)lue streamers and carrying 
flags. Next came the little boys with manly stride, some lead- 



Organizing and Conducting a Sc'hool and Communiiij Fair 15 

infj their pet dogs; others pulling; g^ailv decorated floats built 
on "Express" wagons of their own make and containing 
happy families of rabbits, pigeons, bantams, or tiny pigs. Next 
came the larger boys leading their calves and colts, or driving 
decorated floats containing products from their war gardens 
and from their farm projects. One wagon bed profusely dec- 
orated with "yellow top," contained a brood of fine Duroc 
pigs, and bore this inscription, ""We Do Our Bit." A float of 
garden vegetables announced, "We Live At Home." The new 
school-and-community-canner flanked by numerous tin cans 
flaunted these words from its placard: "Help Can the Kaiser 
by Canning Your Beans." "More Songs of Cheer Through- 
out the Year" was the message from the car that carried repre- 
sentatives of the "Singing Class." 

The farmer who later was awarded the prize for doing the 
best, farming in the community drove up in his farm wagon 
which Avas laden and decorated with samples of every kind of 
crop his farm was producing. His placard read: "Intensive 
Cultivation Pays." The school float was labeled "Better 
Farming and Housekeeping Help Win the War." There was 
seen a dairy cow labeled "The Mortgage Lifter;" another that 
carried her record card with the words, "I Test 51/2%." A 
group of calves driven by modern "cowmen" who knew how to 
"sit" their hardy ponies, formed an interesting spectacle. The 
mercantile company hitched to its patriotically decorated road- 
ster a trailer which was loaded with all kinds of labeled wheat 
substitutes. The driver of this float scattered printed re- 
cipes for making quick breads of the wheat substitute flours. 
The warehouse float hoisted a card which read: "Feed! The 
Stuff that Saved Our Farms During the Drouth." The post- 
master found an abandoned covered wagon over which he 
pasted thrift stamp and liberty loan posters and surmounted 
the whole with flags. This equipage was pulled by a pair of 
burros whose driver sang "America" through a huge mega- 
phone as the procession moved along. "No Tire Trouble" was 
the label carried by a little donkey covered with shoe boxes 
advertising the shoe department in the local store. A bevy of 
young ladies dressed as Red Cross nurses were seated in a car 
surmounted by a Red Cross flag and driven l»y a boy scout. 



16 • University of Texas Bulletin 

There were various other attractive features with suggestive 
placards, herds of cattle, pigs, horses, mules, and coops of 
poultry including ''The Little Red Hen" which was the pet 
of a young business man of the community and wtich added 
to the merriment of the occasion by singing whenever her owner 
came near her cage. The rear of this parade that did so much 
to arouse interest in the fair and in this community consisted 
of a group of young actors who were advertising the "Jolly 
Farmers' Minstrel Show." This performance was given at 
8 :00 p. m. in the school auditorium to a large and most appre- 
ciative audience which, in the stress and strain of the times, 
needed just this bit of fun to end a successful day. 

For other suggestions on "Parade" see "Agricultural Ex- 
hibits and Contests," S. R. S. Doc. 42. A 1-2, U. S. Depart- 
ment of Agriculture. 

2. Viewing and Judging Exhibits. — Upon reaching the 
school-grounds, the procession should disband — the animals 
hitched in stalls provided for them, and the vegetables and other 
suitable articles added to the general exhibit. At this time the 




Well arranged for a one-room school. 

judges should finish their work, student assistants aid in show- 
ing and explaining exhibits, and the committees on games and 
outdoor contests give their part of the program. 

3. The Noon Lungh. — The best way to solve the problem of 
refreshments in a small community is to serve on a common 
table a basket dinner. Each family should bring enough food 



Organizing and Conducting a School and Community Fair 17 

for itself and for two or three guests. This food should conform 
to the requirements of the Food Commission, and consist of the 
same simple but wholesome fare found at home. (Barbecues 
are unpatriotic institutions during war times when our allies 
are starving and our soldiers are to be fed.) 

What could be more appetizing and satisfying to a group of 
hungry people than a pot of well-cooked beans flavored with 
peanut oil, a plate of corn bread sticks, sandwiches of mile 
maize bread filled with homemade peanut butter and cottage 
cheese, a dish of potato salad daintily garnished with lettuce, 
some red beet pickles, a rice pudding stuffed with raisins, and 
a "war ginger cake?" Then, if desired, cold milk could be 
added for the children, and coffee for the old folks. Certain 




The noon lunch at the school and community fair. 



families could bring certain foods in this list. Such a plan 
would prevent needless duplication, and save work. 

If there are many people to serve, food could be solicited as 
free contributions and sold by the school or the Red Cross Chap- 
ter, The mass meeting should decide this matter. 

4. A List of Suggestive Demonstrations for Pupils. — 

(1) Testing field and garden seed. 

(2) How to terrace land. Why? 



18 



University of Texas Bulletin 



(3) How to keep moisture in the soil. 

(4) Demonstration in concrete mixing. 

(5) Home-mixed fertilizers, with charts shoAving percentage 

composition and costs. 

(6) Display and description of local soils. 

(7) An experiment in good cultivation. 

5. Games and Contests. — There may be time and oppor- 
tunity for games, contests, folk dances, and others recreations. 
Among suitable contests are the following: 

1. Judging livestock and farm products. 

2. Riding, driving, and hitching of horses. 
■ 3. A plowing match. 

4. Killing and dressing of poultry. 

5. Naming farm and garden seeds. 

6. Throwing rope. 



^^^^^^^^^^^I^A'^S^I^^*: *^^S«>-^yB| ^n^mIImB 


WK^M'i^^'^ 


< j^^^||ft||||^3^S3lSliil|i|M^^ - Aj^:, . ^ 




■.:_t^iKKBBH^KKKKK^^^^^KK^^^^^^^^^^^^^^^^^^^^^^^^M 


BIH^ ^ 



A lively contest. 



7. Tying knots. 

8. Naming trees and shrubs from leaves. 

9. Naming fjowers. 

10. Naming weeds or useful plants. 

11. Naming common birds from pictures. 

12. Setting the table. 

13. Making muffins, or cornbread. 

14. Sewing on buttons. 

15. Making a button hole. 

16. Knitting. 



Organizing and Conducting a School and Covmiunity Fair 10 

17. Singing: Duets, quartettes, choruses. (This feature 

will help to furnish music for the occasion.) 

18. Calling class yells, singing school songs, or reciting 

school poems. 

19. Arithmetic matches — fundamental processes. 

In contest features, always arrange for team work, if pos- 
sible. 

For suitable games and folk dances see the bibliography in 
"Beginning and Developing a Rural School," Bulletin No. 1729, 
Department of Extension, University of Texas. 

5. The Auction. — The last feature of the afternoon preced- 
ing the awarding of prizes is the auction of articles donated to 
the school, the Red Cross Chapter, or to some other patriotic 




The Tuleta "Jolly Farmeis' Dramatic Club" rehearsing a 
"minstrel show" in their schoolhouse. 



cause. The auctioneer must be quick of speech, witty, and 
waste no time. He should make this exercise a short, but valua- 
ble part of the day's exercises. 

6. The Night Session. — An attractive entertainment should 
form a fitting close to this profitable day. If the community 
affords among its leaders a person who can take the local 



20 University of Texas Bulletin 

talent and present a good drama or concert, by all means give 
such an entertainment. If this is not feasible, send to the Uni- 
versity of Texas Department of Extension for a list of lectures 
illustrated by stereoptieon, select a suitable set of slides, and ap- 
point some one to give the lecture. 

The night program could be used to supplement the treasury 
of the school or of the Ked Cross by charging a small admission 
fee. 

VIII 

FINANCING THE FAIR 

"Where does the money come from to finance the fair?" is 
a very pertinent question, and one that received this answer 
from an officer of a recent school and community fair: "We 
don't need money to put this fair through. That is the reason 
there are no charges for entries, and no gate fees." 

However, it may be desirable to have some printing done, 
but the small amount needed to pay for this can be raised by 
subscription, by the proceeds of an entertainment, or by selling 
the advertising space in the catalogs and premium lists, if these 
be needed. 

In making preparations for the fair some extra labor may 
be required. Instead of hiring this done, organize a community 
"working bee" to do it. The school should take a prominent 
part in this work. No better lesson in social service could be 
afforded these young people than their assuming much of the 
responsibility in preparing for their school and community fair. 

IX 

SUGGESTIONS 

1. Fair Grounds. — Hold the fair on the school grounds. If 
this space is not sufficient, rent or buy additional land adjoining 
the school ground. When the fair is over, cultivate this land 
and add the income to the school treasury. 

2. Publicity. — Advertise the fair throughout the entire com- 
munity. The pupils can make attractive posters to be hung in 



Organizing and Conducting a School and Community Fair 21 

tlie post office, the store, and in other public places. If desired, 
and if there are available funds, print small hand" bills for gen- 
eral distribution. The local newspapers will always publish 
communications of interest to their patrons. 

3. Judges. — If possible, obtain judges outside the community. 
County farm demonstrators, teachers of agriculture, or repre- 
sentatives from the State Agricultural College and State Uni- 
versity arc usually available for such work. 

4. Exhibition Space. — The exhibits require a clean, well- 
lighted place set apart for the purpose. The school room walls^ 
tables, shelves, or tops of desks may furnish suitable space. 
Sometimes it is convenient to use a certain section of the room 
for booths to be occupied by particular industries, individual 
farmers, gardeners, clubs, or grades in school. The manual 
training shop, the woodhouse or even the hitching barn, if 
properly cleaned and screened, can be converted into a suita- 
ble exhibit room. Rough walls should be covered with natural 
colored burlap, carpet paper, or wall paper of a neutral tint. 
The blackboards can also be utilized by using gum labels for 
attaching drawings and other paper work. Screens make good 
exhibit space for textiles, or drawings. 

5. Care and Installation of Exhibit. — The Committee on 
various kinds of exhibits will see that exhibits are properly 
prepared, and will be responsible for their care and installation. 
Every part of the exhibit should be as neat and attractive as 
possible. For instance, the vegetables should be washed and 
kept fresh, the dairy products kept on ice, the cookery kept 
behind glass doors, the flowers kept in fresh water, and the 
sewing and the art work so placed as to prevent handling. If 
possible, the general management of the exhibit should be given 
to the person who has the best idea of an artistic whole. 

6. Decorations. — Vines, wild flowers, corn, cane, cotton 
stalks, bunches of grass, and branches are just the material for 
making tasteful decorations, which should be put up the day 
before the fair. Strips of red, w^hite, and blue crepe paper add 
an air of festivity, while everywhere the school pennants, the 
state and national flags should be in evidence. 



22 University of Texas Bulletin 

7. Floats. — Wheelbarrows, sleds, children's pla}^ wagons, 
go-carts, perambulators, buggies, bicycles, farm wagons, and 
automobiles can be decorated with the above material and con- 
verted into attractive floats for the parade. 

8. L^iBELs AND Placards. — Get several sheets of white card- 
board (10c a sheet), a small flat brush for lettering, and a 
bottle of poster ink. With these make suitable placards to 
label the floats and exhibits. This feature adds much interest. 

9. Tags. — Model entry tags may be made by the school chil- 
dren as a lesson in manual training. Use Manila tag paper or 
pieces of cardboard from discarded boxes. Divide each tag, about 
4I/2 in. by 2% in., by lines into four equal parts. Space for the 
tag number, exhibitor's number, class number, and name of 
article should appear on the upper section; the exhibitor's 
name and address on the second section, and a duplicate of the 
first section written on the fourth section to be torn otf as a 
claim check. , The third section should remain blank, folded and 
glued back over the name and address until the judging is 
finished, then this flap is pulled down and the owner's name 
displayed. If the article is for sale, the words "For Sale" are 
stamped over the face of the tag, and anyone interested in the 
purchase of the article can find the owner. 

If the exliibit is small, a tag with the number only may be 
used; but the tag number should also be written opposite the 
name of the owner in a record book kept for the purpose. 

New hair pins furnish a convenient means of fastening tags 
securely on baked goods, such as bread and cake. 

10. Premiums and Prizes. — Use blue ribbon for first prize, 
red for second, white for third, yellow for fourth, and pink for 
fifth. Merchants often supplement these premiums by dona- 
tions from their stock. 

Present the prizes at the end of the afternoon exerci.ses 
which should close by four 'clock, and thus give farmers time 
to go home to do chores and return for the entertainment at 
night. 

For further suggestions get: "Agricultural Exhibits and 
Contests," U. S. Department of Agriculture, S. R. S. Doc. 42, 
A. 1-2. Washington, D. C. ; "Practical Agriculture in Texas 
Schools," A. and M. College, College Station, Texas. 



Organizing and Conducting a School and Community Fair 23 

11. Sanitation. — The business of the committee on sanita- 
tion is to see that the fair grounds are supplied with a sufficient 
quantity of safe drinking water for man and beast ; that the 
outbuildings are in proper condition, that receptacles for re- 
ceiving waste material are conveniently placed ; and that, after 
the exercises, the grounds are again put in order for regular 
school work. 

12. Relation of the School and Community Fair to the 
County Fair. — The school and community fair should awaken 
an interest in county fairs and help eliminate exploiting races 
and side shows. A group of school and community exhibits 
should attract to the county seat large numbers of people in- 
terested in the growth and progress of their county. 

We quote the following paragraphs from Bulletin 870, United 
States Department of Agriculture, a pamphlet which the 
teacher who anticipates conducting a school and community 
fair should add to his library: 

"One State has recently passed a law providing for the hold- 
ing of community fairs and appr6priating money for the pur- 
pose of packing community exhibits and transporting them to 
the larger fairs. 

"An interesting county fair, made up of 72 community ex- 
hibits, was recently held in a county in the Middle West. There 
were no races or sideshows. The 10,000 people in attendance 
spent their time for two days in visiting and inspecting the 
exhibits and in wholesome recreation under the supervision 
of an expert recreational director from a neighboring city. The 
exhibits, occupying in all about 15,000 square feet of floor 
space, were housed in vacant buildings on the business street 
and in tents. Each community had its booth and the several 
communities vied with each other in making attractive ex- 
hibits of the products of the farm, home, and school." 

13. Photographs of Exhibits — Take a number of photo- 
graphs of the different features of the fair. They can be used 
to advantage in the school history, in the County Superinten- 
dent's report, and in the county papers. Individuals will 
treasure these pictures as valuable souvenirs which may prove 
the means of inspiring other communities to take up this work. 



24 University of Texas Bulletin 

These pictures and some of the school exhibits will furnish 
material for the beginning of a school museum. 

14. The Committee on Entertainment is responsible for 
the speakers, games, pageants, parades, music, entertainment at 
night, and other attractions. 

X 
A SUGGESTED CLASSIFICATION OF EXHIBITS 

The purpose of the following list is to help the community 
leader make his plans for a worth while exhibit. 

Division I. — School Exhibits* 

Class A. — Art Work 

1. Freehand cutting (First and Second grade) 

2. Freehand drawing, any kind 

a. Primary 

b. Intermediate 
e. High School 

3. Clay modeling — Group Avork — Primary grade 

4. Clay bar-relief (Intermediate) 

5. Clay vase (High School) 

6. Crayon drawing 

a. Primary 

b. Intermediate 

c. High school 

7. Best water-color sketch 

a. Primary 

b. Intermediate 

c. High school 

8. Map of school, or home farm to scale 

9. Map of school district (Locate roads, school houses, and 

churches) 



*Make the school exhibit as complete as possible. See that each 
child is represented. Premiums and prizes for school work should 
cover those projects offering the greatest scope of effort. 



Organizing and Co)iducting a School and Community Fair 25 

10. Map of county (Outline school districts) 

11. Map of Texas 

12. Story illustrated by original drawings, or printed 

pictures 

a. Primary 

b. Intermediate 

c. High school 

13. Plan of a model kitchen in a farm home 

14. Plan for a convenient farm home in your locality 

15. Plan for grouping farm buildings 




A school exhibit with valuable content 



Class B. — Collections 

1. Insects 

2. Field and garden seeds, labeled 

3. Local weed seeds, labeled, accompanied by composition 

telling how to eradicate 



26 Vniversity of Texas Bulletin 

4. Herbarium of local plants. Stem, leaves, flowers, roots, 

fruit, of each plant must be shown. 

5. Leaves (in book) 

6. Rocks 

7. Native woods — cut to show bark, sap wood, and heart 

wood 

8. Historical relics and curios 

9. Soils' 

10. Fresh wild flowers 

11. Potted plants 

12. Bouquet of wild or cultivated flowers 

Class C. — Composition 

1. Story of my garden (illustrated) 
a. Primary 

* b. Intermediate 

e. High School 

2. Best plan for entertaining a party of thirty or forty 

people 

3. Plans (illustrated) for saving the housekeeper's steps 

4. Best plan for giving the housekeeper a care-free and 

work-free Sunday. (Take into consideration the 
amount of work done on Saturday.) 

5. How to make farm laundry work easy 

6. Local history 

7. Poem 

8. School yell 

9. Class song 

10. General farm records and accounts 

11. Record and account of farm project 

12. Best week's menu for family on farm (Must have 

been prepared and served by speaker.) 

13. "What does feeding the family moan ? 

Class D. — Weaving 

1. Woven rug (hand loom) 

2. Braided rug 

3. Crocheted rug 

4. Corn shuck basket 



Organizing and Conducting a School and Community Fair 27 

5. Pine-needle basket 

6. Corn shuck rug 

7. Corn shuck hat, or bonnet 

8. Any article made of other local fibers 

Division II. — Home Econoraics Class 

Class E. — Sewing- 

1. Tea towel made of flour sack ' 

2. Kitchen apron (sleeveless) 

3. Kitchen apron (with sleeves) 

4. Child's dress 

5. Piece underclothing made of bran sack, or of flour sacks 

6. House dress 

7. Table cloth made of flour sacks ' 

8. % doz. table napkins 

9. Quilt made of scraps 

10. Sash curtains — stenciled 

11. Knitted woolen socks 

12. Knitted muffler 

13. Knitted woolen squares for hospital comfort 

14. Knitted wash rag 

15. Comfort bag 

Class F. — Cookery 

1. Loaf of milo maize bread 

2. Corn bread 

3. Oatmeal layer cake (no icing) i 

4. Loaf Boston brown bread 

5. Collection dried vegetables and fruit 

6. Collection canned fruit 

7. Collection l)rined vegetables 

Division III. — Farm Exhibits 

Class G. — Dairy products 

1. Pound of butter 

2. Cottage cheese 

3. Record of dairy cow for one month 

4. Plan for making butter on the farm 

5. Chart showing balanced ration (local feed) for dairy cow 



28 University of Texas Bulletin 

Class H. — Corn (single ears) 

1. White dent 

2. Yellow dent 

3. Prolific 

4. Colored varieties 

Class I. — Corn (ten ears) 

1. ■ White dent 

2. Yellow dent 

3. Prolific 

4. Colored varieties 

Class J. — Grain and Hay 

1. Egyptian wheat (ten heads) 

2. Sugar cane, or sorghum (six stalks with heads^ 

3. Kafir (ten heads) 

4. Milo maize (ten heads) 

5. Feterita (ten heads) 

6. Three stalks cow peas 

7. Three stalks velvet beans 

8. Bundle alfalfa 

9. Cane hay 

10. Buffalo hay 

11. Peanut hay 

12. Broom corn (ten heads) 

13. Soudan hay 

Class K. — Vegetables 

1. Irish potatoes (one peck) 

2. Sweet potatoes (one peck) 

3. Turnips (one peck) 

4. Squashes (three) 

5. Pumpkins (best, largest) 

6. Snap beans (one gallon) 

7. Radishes (twelve) 

8. Tomatoes (twelve) 

9. Peanuts (six bunches) 

10. Cabbage (best head) 

11. Lettuce (three heads) 

12. Beets (twelve) 

13. Onions (1 peck) 

14. Collection 



Organizing and Conducting a School and Community Fair 29 

Class L. — Fruits 

1. Plate figs 

2. • Plate pears 

3. Plate plums 

4. Collection wild fruits 

5. Grapes (four clusters) 

6. Pecans (one gallon) 

Division IV. — Farm Animals 



Class M. — Poultry (any breed) 


1. 


Cock, over 1 year old 


2. 


Hen, over 1 year old 


3. 


Pullet, under 1 year old 


4. 


Breeding pen — 1 male. 4 females 


5. 


Guineas, pair 


6. 


Ducks, pair 


7. 


Geese, pair 


8. 


Pigeons, pair 


9. 


Turkeys, pair 


10. 


White eggs, 1 doz. 


11. 


Brown eggs, 1 doz. 



any size) 



Class N, — Swine 

1. Pig, 2 to 4 months 

2. Young herd, 1 male, 3 females under 1 year 

3. Fat stock (under 9 months) 

Class O. — Sheep and Goats' 

1. Doe, any age 

2. Doe, and kid under 1 year 

Class P.— Cattle 

1. Calf, heifer under 6 months 

2. Baby beef 

3. Young breeding stock under 2 years 

4. Dairy cow 



30 



JJniversif]j of Texas Bulletin 



Class Q. — Horses and Mules 

1. Colt, under 2 years 

2. Riding pony 

3. Span of work horses, or mules 

Class R. — Miscellaneous 



1. Comb honey 

2. Extracted honey, pint jar 

3. Cane syrup, 1 quart 

4. Dry peas, any variety, 1 gallon 

5. Dry beans, any variety, 1 gallon 

6. Cotton (50 bolls) 

7. Cotton seed (10 lbs.) 

8. Cotton stalk (3) 

9. Watermelon, largest, best flavored 
10. Collection farm products 

11.' Collection various kinds of wild and cultivated legumes 
showing nodules 

12. Berries, 1 quart 

13. Commercial feed stuff 

14. Plan for lighting farm buildings 

15. Newspaper article: "What our school is doing to im- 

prove methods of farming." 

16. How to furnish a restful sitting room — expense considered 




Making a selection for the school and community fair 



Organizing and Conducting a School and Community Fair 31 

Class S. — Manual Training 

1. Book rack 

2. Broom rack 

3. Box for testing corn 

4. Picture frame 

5. Porch swing 

6. Yard gate 

7. Model farm gate 

8. Model for putting running water in the house — (least 

expense) 

9. Library table 

10. Collection of wooden toys (Intermediate grade) 

11. Furnished doll house (Intermediate grade) 

12. Model watering trough (cement) 

13. Seat for lawn (cement) 

XI 
COLLECTION OF SCORE CARDS 

Send to Texas A. & M. College, or to U. S. Department of 
Agriculture for standard score cards for judging farm pro- 
duets. Send to the Extension Department of the University of 
Texas, Austin; A. & M. College Extension Service, College 
Station; or Girls' Industrial College, Denton, for standard 
score cards on household exhibits. Pupils can make copies of 
these for class ii.se. 

The following list of selected score cards is intended chiefly 
to help the committee and the exhibitor in suggesting and 
selecting the type of product for entry: 

1. Corn (ear) 

Prolificacy 30 points 

Trueness of ear to type ! .... 20 " 

Market condition 20 

Character and uniformity of ears 15 " 

Character and uniformity of kernels 15 " 



32 



Univo'sitij of Texas BulUiin 




Organizing and Conducting a School and Community Fair 33 

2. Hay 

Maturity (cut at proper time) 25 points 

Condition 25 

Color 20 

Aroma 20 " 

Textures 10 

3. Peanuts 

Uniformity of exhibit 30 points 

Color of hulls 20 " 

Maturity 30 

Trueness to type 20 " 

4. Irish Potatoes 

Uniformity 40 points 

Smoothness 20 " 

Freedom from blemishes 20 " 

Shallowness of eyes 10 " 

Marketable size 10 ' ' 

5. Sweet Potatoes 

Uniformity 40 points 

Smoothness 20 " 

Trueness to type 20 " 

Freedom from blemishes - 10 '' 

Marketable size 10 " 



6. Fruit 

Size 15 points 

Color 15 " 

Uniformity 20 " 

Freedom from blemishes 25 " 

Quality 25 

7. Ham and bacon 

Weight 5 points 

Trim 10 

Symmetry 5 " 



34 University of Texas Bulletin 

Flavor 50 points 

Color 10 

Texture 10 

Proportion lean to fat 5 " 

Marbling 5 " 

8. Farm effieienc}^ 

Size of farm G points 

Organization 10 " 

Type of farming 10 " 

Soil management 10 " 

Crop management 10. " 

Crop and stock improvement 10 " 

Quality of business 12 " 

[Adequacy ] 

Equipment ^Economy |^. . . .12 " 

[Utilization ofj 

Subsistence enterprises . 6 " 

fConditions 1 

General j Appearances j- 8 " 

[Practices J 
Farm accounts 6 

9. Plowing 

Straightness of furrow 15 points 

Uniformity- of furrow slice 15 

Uniformity of furrow 15 

Finishing of ends and corners 10 

Skill in handling plow and team 15 

Connecting two lands 10 

General quality of work 10 

Amount accomplished in given time 10 

10. Bread 

Flavor, taste, odor 40 points 

Texture of crumb, lightness, color, doughi- 

ness 45 " 

Shape of loaf 5 

Written record 10 " 



Organizing and Conducting a School and Community Fair 35 

11. Canned Fruit Collection . 

Variety 20 points 

Clearness 10 

Appearance in jar 10 

Condition 50 " 

Written report 10 

12. Buttonholes 

Shape 30 points 

Durability and uniformity 30 

Rearularity of stitches 20 

Written report 20 

13. Patching 

Matching stripes 40 points 

Neatness of corners 30 

Neatness of seams and stitches 30 

14. Darning 

Eegularity of stitches 45 points 

Connection of stitches to holes 45 " 

Written report 10 

15. Sewing 

Selection of material for purpose 10 points 

Buttons and button holes 15 

Finishing seams, neatness 20 

Laundering . 35 

Written report ^ 20 

16. Woodwork 

Worlananship 25 points 

Design 25 

Selection of material 25 

Time used in making 25 

17. Composition 

Spelling, penmanship, neatness 30 points 

Correct form 20 

Originality and style 50 



36 University of Texas Bulletin 



18. Apples 

Form 10 points 

Size 15 

Color 15 

Quality 20 

Uniformity 20 

Freedom from blemishes 20 ' ' 

19. Peaches and plums 

Form 10 points 

Size 15 " 

Color 15 " 

Uniformity 20 " 

Quality 20 

Freedom from blemishes 20 " 

20. Grapes 

Flavor 15 points 

Form of bunch 20 

Size of bunch ; 15 " 

Size of berry 10 " 

Color 10 " 

Firmness 5 " 

Bloom 5 ■ ' 

Freedom from blemishes 20 " 

21. Eggs 

Uniformity of size 15 points 

Freedom from dirt 15 ' ' 

Shape of egg 5 " 

Color of shell ,.. 5 " 

Strength of shell 5 " 

Size of air cells 15 " 

Quality of yolk 20 " 

Quality of white 20 " 



Organizing and Conducting a School and Community Fair 37 

22. Pastries 

Appearance : 
Color : 

Shade 4 points 

E veness 3 " 

Surface 6 " 

Condition 7 

Quality : 

Thorouo'lmcss of baking- 20 

Crust : 

Flakiness 5 

Lightness •. . . . 5 

Tenderness 5 " 

Orispness 5 ' ' 

Color 5 

Sweetness f) 

Filling : 

Consistenc}- 10 " 

Taste 10 

Amount 10 

23. Preserves 
Quality : 

Taste 20 points 

Flavor' 20 

Consistency 20 

Appearance : 
Uniformity : 

Shape 7 " 

Size 8 " 

Color 10 " 

Arrangement 5 " ■ 

Package : 

Protection 5 

Condition 5 " 



38 University of Texas Bulletin 

24. Marmalade 

Quality : 

Taste 20 points 

Flavor 20 

Consistency 20 " 

Color 20 " 

Package : 

Protection 10 " 

Condition 10 " 

25. Jelly 

Appearance : 

Clearness 15 points 

(Not cloudy. Free from crystals or other 
solid particles.) 

Color 10 " 

(Natural color of fruit.) 
Taste : 

Tartnesi? 15 " 

(Should retain natural taste of fruit.) 

Flavor - 15 " 

(Combinations of materials should be 
proper. ) 
Quality : 

Consistency : 

Solidification 15 " 

(Not syrup or tatfy, but hold its shape.) 

Firmness 15 " 

(Should ^tremble, yet slice firmly.) 
Package : 

Protection 10 " 

Condition 5 " 

26. Pickles 

Quality: 

Taste 20 points 

Flavor 20 " 



) 

Organizing and Conducting a School and Community Fair 39 

Appearance : 
Uniformity : 

Shape 10 points 

Size 10 

Color 10 

Arrangement 10 " 

Package : 

Protection 10 

Condition 10 " 

27. Tomato Catsup, or other Condiments 

Quality : 

Taste 20 points 

Flavor 20 

Appearance : 

Color 20 " 

Consistency 20 " 

Package : 

Protection 10 

Condition 10 

25. Fancy Work 
Materials : 

Appearance as a whole 10 points 

Kind 10 " 

(Proper regard for use.) 

Quality • 5 " 

(Proper weight.) 

Color 5 " 

(Appropriate; must harmonize; and, if to 
be laundered, of fast color.) 

Amount 5 " 

(Not too much, nor too little.) 
Design : 

Appropriateness 25 " 

(For purpose; style.) 
Workmanship : 

Stitches (kind) 10 '' 



40 University of Texas Bulletin 

(Suit material, design, and purpose.) 

Quality 5 points 

(Same throughout.) 

Uniformity 15 " 

(Properly begun, and finished; on wrong 
as well as on right side.) 

Finish 5 " 

Neatness 5 " 

26. Cake. 

Appearance (general) : 

Appearance 10 points 

Color 10 " 

Character of Crumb: 

Texture 20 

Moisture 10 

Lightness 10 

Flavor 15 

Baking 25 



Organizing and Conducting a School and Community Fair 41 
BIBLIOGRAPHY OF FREE BULLETINS 

1. A. &. M. College, College Station, Texas. Practical Agriculture 
in Texas Schools Through Home, School, and Community. Get list 
of Extension Bulletins. 

2. Agricultural College Extension, University of Illinois, Urbana, 
Illinois. Community Work, of the Rural High School. 

3. Agricultural Extension Department of N. C. State College, 
Raleigh, N. C. (1) Extension Farm Special, 'Agricultural Fair Special. 
(2) Fairs and Their Educational Value. (3) The Organization and 
Management of Fairs. (4) Composite Premium List and Judges' 
Score Cards. 

4. Bureau of Education, Washington, D. C. Education in Patroit- 
ism. Teacher's Leaflet No. 2. (Brief outline of main resources at 
command of educators of the country in war crisis.) (2) Moral 
Values in Secondary Education. Bulletin No. 51, 1917. (3) Pine 
Needle Basketry. Bulletin No. 3, 1917. (4) A Community Center. 
What It Is. and How to Organize It, and Government Policies Involv- 
ing the Schools in Time of War. Bulletin No. 11, 1918. 

5. College of Industrial and Mechanical Arts, Ames, la. (1) Sug- 
gestions for Household Exhibits. (2) Course V, Sewing. (3) Iowa 
Boys and Girls Cluh. (4) Suggestions for Managing Grain Exhibits 
and Contests. 

fi. College of Agriculture, Corvallis, Oregon. County and Com- 
munity Fairs. 

7. College of Agriculture, University of Missouri, Columbia, Mo. 
(1) School Exhibits and Contests. (2) Exhibits and Contests for 
Boys' and Girls' Clubs. Circular 18, 1917. 

8. Post Office, the County Council of Defense, the County Cham- 
ber of Commerce, for posters on Red Cross, Thrift Stamps, Liberty 
Loan, Food Conservation, and other helpful material. 

9. State Department of Public Instruction, Richmond, Va. County 
School Fairs in Virginia. 

10. State Relation Service. Office of Extension Service "Work, 
V'-^- '^i -'•it:n, D. C. Sewing for Girls' Club Work. 

11. State College of Agriculture, Manhattan, Kansas. (1) Boys^ 
and Girls' Agricultural Clubs for Kansas. Circular 1. (2) Classifi- 
catinn lit Agricultural Fairs. Bulletin No. 7. 

12. The National Community Center Association. The Community 
Center. A monthly magazine newspaper. 50 cents a year in advance; 
5 cents a copy. Published by Kable Bros. Co., Mount Morris, 111. 

13. University of Texas Department of Extension. (1) Programs 
for Schoolhouse Meetings. Bulletin No. 56. (2) School Closing Ex- 
ercises. Bulletin No. 16. (3) Beginning and Developing a Rural 
School. Bulletin No. 1728. (See "Bibliography.") (4) Red Cross 
Programs for Schools. Bulletin 1805. (5) Food Conservation to Help 



42 University of Texas Bulletin 

Win the War. Bulletin 1756. (6) Classified List of Free Publica- 
tions on Agriculture and Allied Subjects for Use in School and some. 

(7) How the University Can Help Community Councils of Defense. 

(8) Constitution and Rules of University Inter scholastic League. 
(Free to schools that join the League.) 

14. U. S. Food Administration, Washington, D. C. Graphic Ex- 
hibits on Food Conservation at Fairs and Expositions. 

15. U. S. Department of Agriculture, Washington, D. C. (1) Agri- 
cultural Exhibits and Contests. (2) The Community Fair. (3) Farm 
Home Conveniences. (Farm Mechanics.) 



Organizing and Conducting a School and Commwnity Fair 43 



"I hope the needs of the nation, and of the world, in this 
hour of supreme crisis, may stimulate those to whom it comes, 
and remind all who need a reminder, of the solemn duty of a 
time such as the world has never seen before. The supreme 
test of the nation has come. We must all speak, act, and serve 
together. " — President Wilson. 

"The very definition of community is a body of men who 
have things in common, who are conscious that they have 
things in common. A community is unthinkable, unless you 
have a vital inter-relationship of parts; there must be a fusion, 
there must be a coordination, there must be a free intercourse, 
there must be such a contact as will constitute union itself 
before you will have the true course of the wholesome blood 
through the body." — President Wilson. 

The American Creed 

"I believe in the United States of America as a government 
of the people, by the people, for the people; whose just powers 
9re derived from the consent of the governed; a democracy in 
a republic; a sovereign nation of many sovereign states; a per- 
fect union, one and inseparable; established upon these prin- 
ciples of freedom, equality, justice and humanity, for which 
American patriots sacrified their lives and fortunes. 

"I therefore believe it is my duty to love it; to support its 
constitution ; to obey its laws ; to respect its Hag, and to defend 
it against all enemies."— W. T. Page. 



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